The Anxiety-Proficiency Relationship and the Stability of Anxiety: The Case of Chinese University Learners of English and Japanese

Autor/inn/en	Jin, Yinxing; de Bot, Kees; Keijzer, Merel
Titel	The Anxiety-Proficiency Relationship and the Stability of Anxiety: The Case of Chinese University Learners of English and Japanese
Quelle	In: Studies in Second Language Learning and Teaching, 5 (2015) 1, S.41-63 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Anxiety; Language Proficiency; Japanese; Longitudinal Studies; English (Second Language); College Students; Second Language Learning; Communication (Thought Transfer); Likert Scales; Measures (Individuals); Foreign Countries; Questionnaires; Student Attitudes; Statistical Analysis; Correlation; Universities; China; Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Angst; Language skill; Language skills; Sprachkompetenz; Japaner; Japanisch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Zweitsprachenerwerb; Communication; thought; Kommunikation; Gedanke; Likert-Skala; Messdaten; Ausland; Fragebogen; Schülerverhalten; Statistische Analyse; Korrelation; University; Universität
Abstract	Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts. It also explores the stability of anxiety in English and Japanese over time and the stability of anxiety across English and Japanese. Chinese university students (N = 146), who were simultaneously learning Japanese and English, participated in this study. Data were collected twice over a 2-month interval, using the Foreign Language Classroom Anxiety Scale, the English Proficiency Scale, and the Japanese Proficiency Scale. Results showed that anxiety changes had a significantly negative, but weak, correlation with the development of overall proficiency and the proficiency in subskills such as reading or speaking, for both English and Japanese, suggesting the interference of anxiety with proficiency levels. Anxiety in Japanese tended to decrease significantly over time, but no significant change was found for English. Furthermore, no significant difference between anxiety in Japanese and English was found at either testing time. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01